For the students (ages 5-10), it is better to take a break for every one hour of instruction or let them to focus on lessons for a longer period of time.
Without a shadow of doubt, breaks can have a prominent role in every child’s learning efficiency. Some people are proponents of the claim that children should not have a break frequently and should concentrate on the class materials for a longer period of time; however, others hold the opposite perspective and believe that they should take a break more frequently to be able to focus better in the class. The idea to which I subscribe is the latter one. My viewpoint is based on quite a few reasons, two compelling ones of which have been elaborated upon hereunder.
The first vital point to bear in mind is that studying for a longer period of time can potentially diminish the quality of study sessions. When children study, it is of the likelihood that their concentration would decrease as they put more time to study a lesson. As a result, it can waste their time and efforts, for they would lack focus. In other words, the more they study, the more chance to lose productivity. My own experience is a good example of this matter. I used to attend a school, in which the rule was that we could take a break every two hours. I never forget that in the last thirty minutes of every session, I and my classmates were basically killing time, as we were extremely exhausted and could not focus on the lesson that was tutored in the class.
The second noteworthy reason is that it is more likely that children might lose their enthusiasm towards a lesson while being exposed to the lesson for a long time. As human beings, as long as something is intriguing for us, we tend to perform that task, in the best way possible. Moreover, if we lose our interest in the mentioned task, we would not be able to execute the task in the most efficient way, as we would lack interest. As a result, we should keep in mind that students should have adequate breaks, in order to stay passionate about the lesson they are studying. Furthermore, it is plausible that students would be reluctant to study certain lessons because of the fact that they were overwhelmed by that lesson before which can lead them not to nurture their talents. A friend of mine, who used to be my classmate in primary school, is a case in point. He used to be well-known in our school, for his exceptional aptitude and interest in math. As a consequent, his parents hired a famous mathematics teacher for him to educate him in a profound way. But unbelievably, he ended up hating math as he declared that his teacher gave him breaks every two hours and he was always tired of math. Had his teacher given him breaks more often, he might not have eventually despised math like that.
Had his tutors given him more breaks to relax, he might not have eventually despised math like that.
In short, all the aforementioned reasons lead us to the conclusion that it is better for children to have break times more often, as it can help them to focus more on class materials and they would not end up exhausted from a specific lesson.
Grammar and spelling errors:
Line 1, column 254, Rule ID: PERIOD_OF_TIME[1]
Message: Use simply 'period'.
Suggestion: period
...ate on the class materials for a longer period of time; however, others hold the opposite per...
^^^^^^^^^^^^^^
Line 3, column 69, Rule ID: PERIOD_OF_TIME[1]
Message: Use simply 'period'.
Suggestion: period
...r in mind is that studying for a longer period of time can potentially diminish the quality o...
^^^^^^^^^^^^^^
Line 5, column 671, Rule ID: BECAUSE_OF_THE_FACT_THAT[1]
Message: This phrase is redundant. Use simply 'because'.
Suggestion: because
... be reluctant to study certain lessons because of the fact that they were overwhelmed by that lesson b...
^^^^^^^^^^^^^^^^^^^^^^^^
Line 5, column 1057, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a profound way" with adverb for "profound"; eg, "in a hasty manner" with "hastily".
...hematics teacher for him to educate him in a profound way. But unbelievably, he ended up hating ...
^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
but, first, furthermore, however, if, moreover, second, so, thus, well, while, in short, as a result, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 15.1003584229 172% => OK
Auxiliary verbs: 21.0 9.8082437276 214% => Less auxiliary verb wanted.
Conjunction : 9.0 13.8261648746 65% => OK
Relative clauses : 24.0 11.0286738351 218% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 74.0 43.0788530466 172% => Less pronouns wanted
Preposition: 65.0 52.1666666667 125% => OK
Nominalization: 2.0 8.0752688172 25% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2572.0 1977.66487455 130% => OK
No of words: 540.0 407.700716846 132% => OK
Chars per words: 4.76296296296 4.8611393121 98% => OK
Fourth root words length: 4.82057051367 4.48103885553 108% => OK
Word Length SD: 2.75248422523 2.67179642975 103% => OK
Unique words: 264.0 212.727598566 124% => OK
Unique words percentage: 0.488888888889 0.524837075471 93% => More unique words wanted or less content wanted.
syllable_count: 771.3 618.680645161 125% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 6.0 3.08781362007 194% => OK
Subordination: 10.0 3.51792114695 284% => Less adverbial clause wanted.
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 28.0 20.1344086022 139% => The Avg. Sentence Length is relatively long.
Sentence length SD: 112.217635797 48.9658058833 229% => The lengths of sentences changed so frequently.
Chars per sentence: 135.368421053 100.406767564 135% => OK
Words per sentence: 28.4210526316 20.6045352989 138% => OK
Discourse Markers: 6.10526315789 5.45110844103 112% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.280035673512 0.236089414692 119% => OK
Sentence topic coherence: 0.0812583236686 0.076458572812 106% => OK
Sentence topic coherence SD: 0.0609299045755 0.0737576698707 83% => OK
Paragraph topic coherence: 0.160072698987 0.150856017488 106% => OK
Paragraph topic coherence SD: 0.0690991677443 0.0645574589148 107% => OK
Essay readability:
automated_readability_index: 15.2 11.7677419355 129% => OK
flesch_reading_ease: 59.98 58.1214874552 103% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 11.8 10.1575268817 116% => OK
coleman_liau_index: 10.62 10.9000537634 97% => OK
dale_chall_readability_score: 8.21 8.01818996416 102% => OK
difficult_words: 109.0 86.8835125448 125% => OK
linsear_write_formula: 13.0 10.002688172 130% => OK
gunning_fog: 13.2 10.0537634409 131% => OK
text_standard: 13.0 10.247311828 127% => OK
What are above readability scores?
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Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.